Student Professional Development Research Articles

Student-Led Mobility Interventions for Hospitalized Adults: A Mixed-Methods Feasibility and Acceptability Study.

Inactivity in hospitalized patients often leads to functional decline. We created an undergraduate course to promote mobilization, provide hands-on learning, and address staff shortages. To assess the feasibility and acceptability of undergraduate students providing mobility-focused interventions for hospitalized adults. This mixed-methods study was conducted at a level 1 trauma academic center. We analyzed program feasibility and acceptability using quantitative data and thematic analysis of interviews and focus groups. In total 47 individuals (n=14 students, n =9 patients, and n =24 clinicians) were included. Students averaged 4.1 mobility sessions per 4-hour shift. All stakeholders agreed the program is acceptable, and 98.6% affirmed the program is feasible. The themes identified included positive impacts on patient care, enhanced student professional development, and practical implementation challenges. Student-led mobility interventions can be an acceptable strategy to mitigate immobility harm in hospitalized patients. The integration of students enhances patient care and provides valuable educational experiences.

A IMPORTÂNCIA DA GESTÃO PARTICIPATIVA NA FORMAÇÃO DE PROFESSORES EM INSTITUIÇÕES EDUCACIONAIS

The purpose of this article is to decipher and ponder the intricate dynamics of maintaining effective collaboration between school management and the community, outlining goals that must be formulated and shared by both parties. Such a partnership is relevant for the configuration of favorable and indispensable conditions for the creation of an autonomous and participatory school environment. Given the contemporary obstacles faced by public schools, the urgency of collective participation by all those involved in education, in synergy with the community, is clearly emerging to ensure commitment and excellence in the educational process. Thus, the objective of this study is to contribute to the formulation of robust methods that address these issues and, consequently, ensure a school where its main protagonists experience the pleasure of teaching and learning. The methodological approach adopted for this study was qualitative in nature, predominantly: 1) a bibliographical investigation (comprising books, journal articles and dissertations); 2) the practical experience accumulated in a public school, both as a student and as a teacher, revealing a significant lack of interest on the part of parents and/or guardians in relation to issues involving students and, specifically, the teaching-learning process. The research question that underpins this reflection is to understand which factors and/or aspects have a direct influence on the participation of the school community in the institution's activities. Based on this analysis, it was possible to conclude that democratic management and the integration of the school community are fundamental to ensuring educational quality, promoting the social, intellectual and professional development of students.

RELATO DE EXPERIÊNCIA: UM OLHAR HUMANIZADO COM PACIENTES ONCOLÓGICOS PEDIÁTRICOS NO SETOR DA ENFERMARIA

The objective of this work is to report the experience and describe the monitoring of pediatric oncology patients during their hospitalization carried out during the Mandatory Supervised Curricular Internship I. This is a descriptive, qualitative study of the experience report type, about the experience of the student covering the description of the discipline, internship field, activities carried out, challenges and personal and professional impact during the monitoring of pediatric oncology patients during their hospitalization, in the Mandatory Curricular Internship (ECS) l in the ninth period of the Nursing degree. The practice of supervised internship in health is a crucial stage in the academic training and professional development of students. Provides valuable opportunities to develop practical skills and apply theoretical knowledge in real situations. The work experience in the pediatrics sector also contributed to broadening their perspectives for a possible follow-up in the area and improving skills such as critical and reflective reasoning, decision-making and leadership, which are important for success in professional life.

Методология управления качеством образования на основе интегративной оценки

The article focuses on the study of the theoretical and methodological foundations of education quality management at a technical university, based on fundamental research and key ideas of scientists; theories of vocational, engineering and technical education; conceptual provisions, principles of assessment activities, approaches and research methods; the conceptual-categorical apparatus is clarified. Aim. To identify and generalize the theoretical and methodological foundations of education quality management at a technical university, to find its niche, basis and «foundation». Methods. Analysis of philosophical, sociological, psychological and pedagogical literature, scientific sources; state and regulatory documents on the research problem; analysis of the main concepts of this work. Results. The scientific foundations for creating an education quality management system at a technical university have been developed based on integrative assessment and monitoring of student professional development using digital resources, which ensures continuous correlation of this information with the requirements for a graduate specified in the Federal State Educational Standard and the OPOP (for a specific training profile), and adjustment taking into account these indicators of didactic conditions for the professional and personal development of students. Scientific novelty. Based on a generalization of the experience of fundamental research and key ideas of scientists in the field of pedagogy, sociology, psychology, philosophy a conceptual position is formulated on which the mechanism for managing the quality of education at a technical university is based. The practical significance of the research results is determined by the fact that in the practice of managing the quality of education, it becomes possible to evaluate the professional development of students on an integrative basis, predict changes in the development of students, and plan specific management decisions within the framework of this system.

Advancing doctoral student professional development through a strengths-based cohort program

Purpose Strengths-based professional development has been associated with positive outcomes in academia and in the organizational workplace. Students pursuing their doctoral degrees in the biomedical sciences in the US are often on graduate assistantships, where they experience an academic component to their training integrated with an employee-like existence. The individual who serves as their academic and research advisor is often their supervisor, who pays their stipend. The traditional training structure poses unique challenges and may be accompanied by stress, burnout and imposter phenomenon. The purpose of this study is to utilize a strengths-based approach to equip students with essential personal and professional skills that build self-awareness and self-confidence further preparing them for their future in the scientific workforce. Design/methodology/approach The authors developed and implemented a novel strengths-based professional development cohort program for doctoral students in the biomedical sciences at a research-intensive (R1) institution. The program was designed to create a supportive and inclusive space for participants (n = 18) to explore their identity as a student and scientists and to develop and leverage their talents for more effective and strategic use. Program outcomes were evaluated through a mixed methods case study design using a post-program Likert-based survey (n = 10 participants) and participant interviews (n = 13). Explanatory sequential design was used in the interpretation of the findings. Findings The results show that the program had a positive impact on students’ perceptions of themselves as scientists, as well as on their self-efficacy, self-confidence and interpersonal interactions in the research setting. Practical implications This strengths-based professional development program demonstrates immense potential as a model to equip students with self-awareness and a new foundation of essential skills needed to supplement their technical and scientific training for their future careers in the team-based workplace. Originality/value This study demonstrates how professional development programming can complement scientific training by equipping students with self-awareness and other lifelong skills to navigate feelings of imposter phenomenon and interpersonal relationships in the team-based workplace.

Формирование профессионального самоопределения будущих специалистов гостиничного сервиса средствами личностно-ориентированных технологий

The purpose of this investigation was to confirm the need of student professional self-determination formation and development as a pedagogical task while training of hotel service specialists. The relevance of this research is determined by the generalized interpretation of the term ‘hotel service specialist’. The list of opportunities for professional realization for graduates, actually, is not limited by the place of work as well as by the activity type. Proper assessment and timely diagnosis of aptitude for a particular specialization can contribute to effective self-determination of students, motivate them to successful academic achievements, and stimulate professional development. Methodology and methods. The methodology of the study consists on the basis of the general theory of education and upbringing, the theory of the unity of personality and activity, the foundations of a personality-oriented educational process. The research methods determine the analysis of psychological, pedagogical and methodological literature on the research topic, questionnaires, psychological and pedagogical testing, statistical data. The result of this research was the justification of the pedagogical task as a formation the professional self-determination of students — future hotel service specialists throughout their studies at the university. Theoretical and practical significance. The theoretical significance of the research lies in the construction, substantiation and approbation of the hotel professions matrix. The practical significance is determined by the proposed forms and methods of the educational process organization for the purpose of the professional self-determination formation by means of personality-oriented technologies. Conclusions. In order to maintain students’ interest in professional realization, it is necessary to diagnose their abilities for professional activity within the industry. The effectiveness of the professional self-determination formation will be higher if personality-oriented components are included in the content of scientific and methodological content.

Exploring Gender Variation in Medical Student Professional Identity Development: A Longitudinal Study Through the Career Eulogy Perspective

Exploring Gender Variation in Medical Student Professional Identity Development: A Longitudinal Study Through the Career Eulogy Perspective

Research Competencies and Skills in Universities: A Systematic Literature Review

Objective: To conduct a critical and comparative review of the scientific literature on research competencies in universities, identifying difficulties and improving their training in higher education. Theoretical Framework: Concepts and theories such as meaningful learning and professional competency models that underpin the research are presented. Method: The methodology adopted for this research includes a systematic review based on the PRISMA protocol guidelines. Extensive searches were conducted in WoS (Web of Science), Scopus, and EBSCO databases, using specific combinations of search terms related to research competencies in the context of higher education. Data collection was carried out through the analysis of empirical articles published in English and Spanish, covering a period of 12 years. Results and Discussion: It is identified that research competencies are essential for the academic and professional development of students, but face several challenges in their effective implementation, such as lack of teacher guidance, institutional shortcomings, and lack of student commitment. These results are contextualized in light of the theoretical framework, highlighting the implications for educational policies and the need for innovative strategies to overcome the identified obstacles. Research Implications: The results can influence management policies, curriculum development, and teacher training in higher education. Originality/Value: This study has an innovative approach that combines systematic review and theoretical analysis on research competencies. Furthermore, it proposes practical strategies to improve research training in universities.

A Manual Training Method as Literate Practice: Rhetorics of the Sloyd Training School for Teachers, 1904-1914

The Sloyd Training School, an early twentieth-century private school for teachers in Boston, attempted to legitimize the Sloyd method of handiwork. Specifically, its Alumni Association’s publication Sloyd Record brought together educators across the country to make a case for Sloyd’s relevancy and impact on the academic and professional development of students, particularly students who were working poor or receiving educations in non-traditional settings. Its contributors painted Sloyd as a form of knowledge and a resource, as a literacy, and their rhetorical effectiveness was predicated upon Sloyd’s ability to be painted as such in its far-reaching effects and comprehensiveness.

PERFECTIONISM IN STUDENTS WITH DIFFERENT LEVELS OF PSYCHOLOGICAL WELL-BEING

The paper presents the results of a study of the relationship between the components of psychological well-being and perfectionism in students. Psychological well-being is a basic subjective construct that expresses a person’s perception and assessment of their functioning, taking into account the existing capabilities. Perfectionism is considered as a personal characteristic that may influence the overall and professional development of students. The description of the internal structure of perfectionism is based on a three-dimensional model of perfectionism developed by Paul L. Hewitt and Gordon Flett.

Undergraduate pharmacy students' perceptions and experiences of a student-led clinic providing preventative services.

Authentic work-based learning is crucial to facilitate the development and preparedness for training healthcare professionals. Such experiences are challenging to design and secure within the clinical environment. One School of Pharmacy established a student-led clinic to provide undergraduate pharmacy students the opportunity to practise physical assessment and communication skills with members of the public. The aim of this study was to explore students' thoughts and perspectives on this experience. Undergraduate students were invited to participate in a semi-structured interview after their clinic experience. Transcriptions of the interviews were analysed by reflexive thematic analysis. Twelve students agreed to an interview that took place between October and December 2022. Three themes were identified from the qualitative data which related to external factors that influenced student experience of the clinic, for example, organizational issues and impact of the physical environment; interactions within the clinic environment; and internalized learning for example, professional growth and development, and the appreciating the learning opportunity. In the current climate, where securing valuable work-based learning opportunity is challenging, student-led clinics offer an environment that is well-received by students and appears to facilitate student professional development. Student clinics are receiving more attention and investment across undergraduate healthcare programmes around the world given advantages such as these. However, they need to be well integrated and structured into the existing training and education and students need appropriate induction to prepare them for the experience and manage expectations.

Professional development of students within the framework of the volunteer educational squad "Ok-no"

Professional development of students within the framework of the volunteer educational squad "Ok-no"

Leadership as service: developing a character education program for university students in Spain

AbstractThis paper describes the development and implementation of a character education program at the University of Navarra. The Leadership as Service Program has been developed in collaboration with the Oxford Character Project, and has adapted its Global Leadership Initiative to the Spanish context. The purpose of the Leadership as Service Program is to help students develop a sense of personal purpose, and virtues that are specific to leadership, such as prudence, humility, gratitude, resilience, and service. The methodology of the program follows the seven strategies of character education and includes a mentoring program. In order to adapt the Global Leadership Initiative to the Spanish context, the Leadership as Service Program was integrated as much as possible into the fabric of the University of Navarra by means of (1) facilitating a new initiative to develop workshops on purpose; (2) incorporating an existing mentoring program; (3) positioning local actors as experts, and (4) dialogue with stakeholders within the university. First results indicate that the Leadership as Service Program makes a valuable contribution to the ethical and professional development of students, which corroborates with the findings of the Oxford Global Leadership Initiative.

Skills and knowledge competencies in contemporary U.S. undergraduate apparel merchandising: a content analysis systematic literature review

ABSTRACT This study aimed to assess the skill and knowledge areas emphasised in a sample of US-based undergraduate apparel merchandising programs, as well as the pedagogical strategies utilised to motivate student professional development and competence. Utilising a content analysis, 18 articles were systematically reviewed through the lens of the apparel merchandising competency framework. Overall, based on the sample articles and the apparel merchandising competency (AMC) framework, educators are aligned with identified’ must-have’ skills and knowledge areas. In addition, results showed ‘new’ skills and knowledge areas that are also important for apparel merchandising curriculum and students’ preparation for textile and apparel industry responsibilities. This exploration contributed to a limited area of research regarding apparel merchandising students’ professional development and industry preparation based on identified necessary skills and knowledge areas. Implications are suggested for curriculum development, instruction and apparel merchandising students.

Contemporary dental student professionalism: moving towards a macro-level perspective

Defining professionalism and developing educational interventions that foster and assess student professionalism are integral to dental education. Nevertheless, conceptual, methodological and pedagogic differences define the academic field, leaving students, educators and the profession itself struggling to make meaningful progress on how best to elicit and monitor dental student professionalism. This article proposes that more progress can be made on this important issue when a contextualised, sociological assessment of dentistry and dental professionalism is undertaken. We contend that identifying some of the socio-cultural demands in UK dental students' lives, and acknowledging how these pressures shape their interactions with the UK dental education system, provides a nuanced and contemporaneous understanding of what it means to be an oral health care professional at a time of social and health care upheaval. Dental educators can use this insight to work towards being more understanding of and responsive to dental student professional development.

РОЛЬ ЦИФРОВОГО ОСВІТНЬОГО СЕРЕДОВИЩА ЗАКЛАДУ ВИЩОЇ ОСВІТИ У ФОРМУВАННІ ДИДЖИТАЛЬНОЇ КУЛЬТУРИ СТУДЕНТІВ

The article is devoted to the theoretical and applied aspects of pedagogical support of students' personal and professional development in the digital educational environment (DEE) of a higher education institution (HEI). The purpose of the article is to analyse approaches to defining the essence and content of the phenomenon of the DER of a higher education institution, to characterise the pedagogical support of students' personal and professional development with regard to this type of environment (content and directions, stages, technologies). The concept of digital culture of students of a pedagogical university is revealed. The structure and properties of DLC that contribute to the formation of digital culture of students are considered. The study of the DSC of higher education institutions is carried out through the theoretical analysis of modern research on this issue. The structure, components, functions of this type of environment, their impact on the development of university students are considered. The methodological basis of the study of pedagogical support of students in the conditions of the HEI CLC was the activity-based, personality-oriented, competence-based approaches. The study helped to clarify the capabilities of the CLC. Based on personal practical experience, advisory, career guidance, developmental and other activities, the authors of the article summarised and analysed extracurricular formats of information and communication technologies (ICT) in supporting the personal and professional development of university students. It has been established that the DLC of higher education institutions can be the basis for improving and intensifying the process of pedagogical support of the personal and professional development of students.

Girls in scrubs: An ethnographic exploration of the clinical learning environment.

Gender bias is an enduring issue in the medical profession despite women being more represented within medical schools and the health care workforce in numerous countries across the world. There have been frequent calls for further exploration of gender-based discriminations within medical education, owing to its lasting impact on student's professional development and career trajectories. This paper presents an ethnographic exploration of the experiences of female medical students and doctors in the clinical learning environment (CLE), aiming to disrupt the cycle of gender inequity in the clinical workplace. Our research field involved two teaching wards in a Scottish urban hospital, where 120 h of non-participant observations were conducted over 10months. Combining purposive and convenience sampling, we conducted 36 individual interviews with key informants, which included medical students, foundation doctors, postgraduate trainees, consultant supervisors, and other health care professionals such as nurses and pharmacists. Data was thematically analysed using Bourdieu's theory of social power reproduction. The research team brought diverse professional backgrounds and perspectives to the exploration of data on gendered encounters. Combining the observational and interview data, five themes were generated, which suggested gender-related differentials in social and cultural capital that the participants acquired in the CLE. Experiences of discriminatory behaviour and stereotypical thought processes impacted the female students' engagement and drive towards learning, implying an adverse influence on habitus. In contrast, the valuable influence of gendered role-models in building confidence and self-efficacy signified a positive transformation of habitus. The research participants displayed considerable internalisation of the gendered processes in the CLE that appeared to be linked to the transient nature of clinical placements. This research reveals that despite constituting the majority demographic of medical school, female students struggle to gain social and cultural capital. Gendered hierarchies that structure clinical workplaces disadvantage female students and doctors, and the differential experiences transform their habitus. Based on our theoretically informed investigation, we advocate for role-models given their positive impact on students' and doctors' habitus. Additionally, medical educators may consider extended clinical placements that provide opportunities for female students and early-career doctors to secure social and cultural capital through integrating better in health care teams and building meaningful interprofessional relationships.

Library collection mapping for board programs of the University of Baguio

This study employs collection mapping to evaluate the university library’s resources, aligning to curriculum or academic board programs supporting student professional development. Using mixed methods of qualitative and quantitative by complementarity, it focuses on 13 programs, referencing the Commission on Higher Education (CHED) Memorandum Order. Findings indicate adequate varied book collections, ranging from “not recent” to “slightly not recent.” Annual periodical subscriptions for board programs almost meet CHED criteria. Last three years, an average of 14 volumes per program was acquired. The university library effectively supports these board courses, yet recommendations include enhancing book collections, subscribing to journals and databases, and adherence to CHED standards for resource quality and balance.

Building a Practice Ready and Resilient Nursing Workforce.

Nurse leaders depend upon resiliency skills to support their practice. It is important to provide opportunities for nursing students to learn, practice, and observe these skills, which are needed to navigate challenging work environments. This article describes the impact of a resiliency curricular component in a grant-funded BSN elective course, Concepts of Primary Care. Program evaluation was performed using a pre/posttest format and 2 surveys, the Brief Resilience Scale (BRS) and the Brief Resilience Coping Scale (BRCS). Three open-ended questions were administered upon completion of the elective course. A concurrent nested design was utilized with a thematic analysis undertaken to analyze qualitative data. Analysis of quantitative data was performed using descriptive statistics. Undergraduate BSN students showed an overall increase in resiliency (BRS: P = .112; BCRS: P = .064), and responses to open-ended questions supported the ability to apply and analyze most of the resiliency skills presented during the didactic portion of the elective course. This course promoted the development and refinement of undergraduate BSN student resilience skills. Integration of resilience content in the primary care course also supported student professional development. The addition of resiliency concepts and skills into undergraduate nursing curricula is recommended to enhance the ability of novice nurses to address work-related challenges and promote career satisfaction for the future.

Understanding Information Literacy Engagement Patterns of Generation Z

This study aims to verify the hypothesis that Information Literacy is a key course in the professional development of students. The authors review the obstacles, interests, and goals of students after their completion of the subject in Information Literacy. Quantitative survey-based research was conducted online at Transilvania University of Brasov. The literature was revised by scientometric methods in order to analyse the most relevant and highly cited articles published in Web of Science. Emotion Analysis method was used, since it is a fast method to scan students’ feelings. Students from Generation Z, the digital native nowadays, have remarkable digital skills and use information sources mainly from the digital environment. In this respect, Informational Literacy courses need to keep pace with the mentality and information behaviour of new generations. The hypothesis was thus supported; the students need this course because subjects like Copyright, Search Strategies, and Databases are of interest. Moreover, these informational research skills are important in professional development. This critical evaluation of Generation Z education may interest those studying trends in education and students’ needs.